Speaking & Listening

Laura Adams
Literacy Consultant
Barb Novak
Literacy Consultant

Handouts in Todays Presentation

Critical Literacy
Listening Standards (vertical alignment)
Draft Listening
Text Dependent Questions

Complete Learning Module

http://dpi.wi.gov/ela
http://dpi.wi.gov/ela/professionallearning/speaking-listening

Todays Agenda
Explore research, standards, instruction, and
assessment related to listening as part of
universal instruction
So what? Who cares? Critical literacy
Culturally responsive practice
Listening (research, standards, instructional
practice, assessment)

What does the research say?

...although the disciplines share certain commonalities in their use
of academic language, they also engage in unique practices. That
is, there are differences in how the disciplines create, disseminate,
and evaluate knowledge, and these differences are instantiated in
their use of language.
...literacy demands on students are unique, depending on the
discipline they are studying.
(Schleppegrell, 2004; Shanahan and Shanahan, 2008)

Wisconsins Definition of Disciplinary

Literacy
. . .disciplinary literacy is defined as the
confluence of content knowledge,
experiences, and skills merged with the ability
to read, write, listen, speak, perform, and
think critically in a way that is meaningful
within the context of a given field.

Critical Literacy
1. Disrupting the commonplace
2. Interrogating multiple viewpoints
3. Focusing on sociopolitical
4. Taking action and promoting social justice
(Lewison et al., 2008)
Handout: Summary of Critical Literacy

What Critical Literacy Looks Like

http://www.buzzfeed.com/rachelzarrell/legocreates-female-scientist-set-months-after-7year-old-gi#.cuwyz3xaQq

Critical Literacy in Action

Text selection
Space for discussion
Constructivist learning
Respect for student
differences
Respect for school and
classroom context
Authentic tasks

Critical Literacy: Turn & Talk

How does this fit
with your current
thinking?
How does this
challenge your
thinking?

What do students listen to?

. . . in school?
. . . in other places?

Turn-and-Talk
What stood out for you
in that information?
What does this mean for
your context?

Why Care About Listening?

Listening can be the means of achieving change
in behavior and/or belief systems
(Gibson & Gavel-Briggs, 2013)

Listening Development
Listening, like learning, is an active not passive process
which students can control and enhance, (Imhof, 1998).
Listening comprehension precedes speaking ability and
develops more quickly than speaking ability (James,
1985).
Listening comprehension outpaces reading
comprehension until grades 6-8 (Sticht & James, 1984).

Turn-and-Talk
What stood out for you
in that information?
What does this mean for
your context?

Range of Text

To measure students growth toward college and career readiness, assessments aligned with the
CCSS should adhere to the distribution of texts across grades cited in the NAEP framework.

What do students listen to?

1. How does what students
listen to reflect research?
2. How does what students
listen to reflect guidance
from NAEP?
3. What are areas of strength
and need for your
classroom, school, or
district?

Academic Standards: Listening

Vertical Alignment of Standards
How is the research reflected in the
standards?
For 4K: What are reasonable end-ofyear expectations to prepare students
for listening expectations in 5K?
For 5K 12: How do the standards
change from grade-level to grade-level?

Instructional Practice: Draft Listening

1.
2.
3.
4.
5.

Listen to selected passage.

Respond.
Provide specific purpose for listening.
Listen to selected passage again.
Respond to specific purpose.

Handout: Draft/Multiple Listening

Establish Purpose and Goals

General Purposes:
To comprehend
To evaluate message
To separate fact from opinion
To foster relationships
For entertainment/ enjoyment
(Wolvin & Coakley, 1982)

Instructional Practice: Draft Listening

Lets try it. . .
Listen to selected
passage.
What did you hear?
What did you notice?
What stood out for you?
Write
Talk

Instructional Practice: Draft Listening

Lets try it. . .
Listen to selected
passage again.
Summarize the text. (SL
5.2)
Write
Talk

Instructional Practice: Draft Listening

What were those
different listening
experiences like?
What implications does
this have for instruction?

Instructional Practice: Draft Listening

Why did we choose the text we did?
Why did we choose the standard we did?
What supports/enrichments could be added?

Sources for Texts

Podcasts
Audiobooks
Wikimedia
Speeches
Read-alouds (where
students dont see text)
Other students
Ted Talks

Assessment Strategies
Student work
Graphic Organizer
Exit Ticket
Teacher-generated questions (Text-Dependent
Questions)
Observation
Student self-assessment
Oral Summary/Presentation

Todays Agenda
Explore research, standards, instruction, and
assessment related to listening as part of
universal instruction
So what? Who cares? Critical literacy
Culturally responsive practice
Listening (research, standards, instructional
practice, assessment)

Commitment to Action
What will you do as a
result of todays
learning?

Laura Adams,
Literacy
laura.adams@dpi.wi.gov
(608)267-9268

Marci Glaus,
ELA
marci.glaus@dpi.wi.gov
(608)266-3551

Barb Novak,
Literacy
barb.novak@dpi.wi.gov
(608)266-5181